Our Approach

We believe children learn best in an interesting, caring and well planned environment.

We believe children learn best in an interesting, caring and well planned environment.

Children’s Profiles

During your child’s time with us a keyperson is allocated to work with children and their parents to build relationships, observe and assess each child to support their personal learning and development. This allows key staff to build up a complete picture of each child, their personal interests and their progress. There are several benefits of a keyperson system:

The confidential information gained about each child is kept in an individual profile and is open for discussion with your child’s keyperson on request. We encourage parents to pass on any information you wish to share about your child, which may affect their time with us.

Whilst your child attends pre-school, the keyperson and other staff team members carry out informal observations and assessments. These assessments allow each keyperson to gain an accurate and informed picture of your child and their progress. We like to share some of these observations with you in the form of photographs, play plans and learning journeys. These observation tools help us to work together to build a picture of your child as they are involved in a typical pre-school session and are shared with parents and children as we value all input into your child’s development. When your child leaves our pre-school, we pass on their profile tracking sheet to enable the next provider/ school to enable them to gain an insight into your child’s progress and development and therefore plan for your child’s individual needs from the information they have already gained from us.

The Early Years Foundation Stage 2014 requires that all parents and carers must be supplied with a short written summary of their child’s development in the 3 prime areas of learning and development:

This progress check may be undertaken by your childs keyperson between the age of 30-36 months. We recognise that some children may start our setting having already received a progress check and we therefore ask that you provide us with a copy of this report to support us in developing appropriate and personalised opportunities for each individual child’s learning.

Reward Cards
We encourage positive behaviour in our settings and in order to help children understand this and develop their self-esteem, we provide a reward record card for each child. This card is colour – coded with your child’s key- group and enables children to obtain reward stickers to help them realise their achievements during their time with us. Where cooked meals are provided, children will receive a separate reward card which identifies and encourages a positive attitude to eating behaviours. Cards are given out at the end of each session for your child to bring home to show other family members. We ask that the cards be returned to each session your child attends so they may continue to add to it.

Activities and Curriculum
Children attending our pre-schools will be learning through play activities within the statutory framework for the Early Years Foundation Stage 2014.
There are 3 Prime Areas of development to take into consideration when planning for each child’s needs:

The Prime Areas are developed and supported through 4 Specific Areas of learning which are:

Children are supported, guided, observed and assessed through an endless variety of play activities we provide during their time with us. Activities available indoors and outside may include sand, water, paint, dough, role play, books and language games, music, small world and construction, to mention but a few. We have access to climbing activities, parachutes, scooters and cycles to develop muscular strength and co-ordination and to encourage children to understand risk. We sing songs and rhymes and read stories together to improve knowledge and use of language. We provide ICT resources for an ever-changing world, offering a wide range of skills development through the use of equipment such as computers, camera’s, Bee-Bots, audio cd’s and keyboards. We support children to engage with activities, become motivated to learn through new experiences and opportunities and encourage critical thinkers through open-ended resources and discussions. Children are encouraged to become more independent as they grow and learn to cope with increasing amounts of responsibility, both for themselves and others as they develop their knowledge and social skills. Cleethorpes Childcare offer encouragement and a full transitional programme to support children in moving into full-time education with confidence.

Communication and language

We aim to support children’s language development through a variety of resources and schemes.  We use makaton for all children who attend the setting, focussing on a sign of the week for you to share and practice at home.   We follow the DfE Letters and Sounds guidance and use schemes such as Jolly Phonics and Write Dance.   We may also share a rhyme of the week with you to sing along to as this encourages children’s talking, listening, ordering,  movement, rhythm and rhyme.  Rhymes are included in your communication books and are displayed for you to learn and practice at home.

Children made puppets to help with language and listening

Children (and parents!) made puppets to help with language development

 

 

Waiting List Form

Enter your details below to put your child on the waiting list to join one of our services.